Yew Tree Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are very proud of their school. They say that 'Our school is the best because we have a great building, we learn lots and the teachers are caring.'

Pupils appreciate the warm greeting they get from staff at the start of every day. Pupils are kind towards each other. There is a friendly atmosphere around the school and visitors feel welcome.

Leaders have high expectations for every pupil in the school. The school's vision is 'learning without limits', and pupils work hard to rise to this challenge.

Leaders and staff have created a curriculum that supports pupils' learning and their wider development.

This is done well. Learning takes place in ...the classroom, the hall, the small farm, the allotment, or further afield.

Pupils pay attention in lessons and focus on their work.

They walk around the school sensibly. Pupils enjoy chatting with their friends in the dining room. They play well together on the playground.

Pupils understand the different types of bullying, including cyber-bullying. Bullying is rare, but staff deal with any incidents straight away.

Parents and carers are overwhelmingly positive about the school.

They appreciate the positive changes that have taken place over the last two years.

What does the school do well and what does it need to do better?

Leaders have thought carefully about the curriculum. Curriculum plans map out the knowledge and skills that pupils need to learn in each year group and in each subject.

Teachers find the curriculum plans helpful. The plans help teachers to order and design lessons, so that what pupils learn today builds on what they have learned before.

In a small number of subjects, including computing, curriculum plans are relatively new.

Consequently, teachers are in the early stages of delivering them. Subject leaders are clear about what improvements are needed in these curriculum areas, including support for some staff. Leaders' actions are already leading to improvements.

Teachers have good subject knowledge in a wide range of subjects. This helps them to deliver the curriculum in a purposeful and interesting way. Teachers model subject-specific vocabulary well, especially in English and mathematics.

Pupils are now starting to use this vocabulary when they answer questions and explain their understanding of a concept. Teachers and teaching assistants use questioning well to check and deepen pupils' understanding and to encourage discussion between pupils.

Leaders introduced a new phonics scheme at the start of this term.

The scheme maps out the order of phonics teaching across the early years, key stage 1 and beyond. Currently, not all staff have completed the training to deliver the phonics programme. As a result, not all staff teach phonics consistently well.

However, leaders are addressing this effectively. Leaders have bought lots of new reading books and made sure that the books closely match pupils' phonics knowledge. This helps pupils in the early stages of reading to practise their phonics skills.

Pupils with special educational needs and/or disabilities (SEND) learn well alongside their peers. Teachers make sure that they include pupils with SEND in lessons and all aspects of school life. If required, staff provide practical resources, extra equipment and technology to help pupils with their learning.

Leaders and staff identify pupils' specific needs effectively, so that they can be met.Pupils talk about and understand the meaning of the school's values of 'responsibility', 'respect', 'pride', 'courage' and 'ambition'. These values are part of everyday conversations between staff and pupils, and among pupils.

Pupils have a growing understanding of mental health and talk about this in the context of the school's values. Pupils know about the different types of relationships and families that exist in their local community. They understand how to stay safe when working online.

However, their knowledge of different faiths, beliefs and cultures is more limited.Leaders, supported by staff, are working well to continue to improve the school. They are not complacent and are always thinking about how they can make the school even better for the pupils.

Governors know the school well, including the areas for improvement that leaders are currently working on. Governors support and challenge leaders effectively.Staff are proud to work at the school.

They value the training they have received and say that it helps them to do their job better. They care about the pupils. Staff work well as a team.

They value the support they get from each other and from leaders. Most staff say that their workload is manageable. They value new initiatives that help to promote their well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and staff do everything they can to keep pupils safe. Those responsible for the leadership of safeguarding are well trained and knowledgeable.

They organise regular, effective training for all staff. Leaders carry out checks to make sure that staff are clear about safeguarding procedures. Staff know what to do if they are concerned about a pupil's welfare.

Support is put into place quickly. The curriculum teaches pupils how to stay safe in school and beyond the school gate. Leaders and staff are knowledgeable about local risks, such as child criminal exploitation and domestic violence.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Not all staff have been trained to deliver the new phonics scheme. This means there is some variation in the quality of phonics teaching for children and pupils in the early stages of reading. Leaders need to provide these staff with the support and training required, so they can deliver the phonics curriculum effectively.

• In a small number of subjects, including computing, teachers are in the early stages of delivering new curriculum plans. In these subjects, gaps in pupils' knowledge and skills are not being filled consistently well across the school. The implementation of these new curriculum plans has been affected by COVID-19-related restrictions.

Leaders need to provide staff with the support they require, so they can implement the new curriculum plans effectively in these subjects. ? Some pupils' understanding of different faiths, beliefs and cultures is limited. Leaders and staff need to make sure that the curriculum develops pupils' understanding and appreciation of people who may have different values and principles to them.